Ethnicity - internal factors (subculture + pupil response)

Question 1

What did MIRZA find on her study on ambitious black girls?

Answer 1

They were subject to teacher racism, and the students had high attainment but were blocked in achievement

Question 2

What did MIRZA’s ambitious black girls unable to form to help their academic achievement?

Answer 2

They were unable to form coping strategies against teacher racism and labelling

Question 3

What did FULLER’s girls do to reject negative labels?

Answer 3

Black Year 11 girls were viewes as untypical because they were high achievers. They channeled their anger of racism into their work

Question 4

What are SEWELL’s 4 subcultural black caribbean boy groups?

Answer 4

1. rebels
2. conformists
3. retreatists
4. innovators

Question 5

What are retreatist subculture?

Answer 5

• tiny minority
• disconnected with eduction

Question 6

What are innovator subculture?

Answer 6

pro education/ anti school and allies with rebels (fullers girls)

Question 7

What are conformist subculture?

Answer 7

• largest group
• suceeded in school goals
• didn’t want to live up to the demonised pupil stereotype

Question 8

What are rebel subculture?

Answer 8

• most visible
• minority
• ‘black macho load’ = black masculinity = more sex
• demonised pupil
• hate white boys because they’re too effeminate (ladylike)

Question 9

EVALUATION: Why does black boys being separated into subcultures have no effect/pointless for being differentiated?

Answer 9

Teachers seems to stereotype all black boys as a ‘macho lad’ anyways

Question 10

What did Heidi Safia Mirza study?

Answer 10

She studied ambitious black girls who faced teacher racism.

Example sentence: Mirza’s study focused on the experiences of black girls in education.

Question 11

How did racist teachers discourage black pupils, according to Mirza?

Answer 11

By giving them discouraging advice about careers and option choices.

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Question 12

What are the three types of teacher racism identified by Mirza?

Answer 12

The color-blind, the liberal chauvinists, and the overt racists.

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Question 13

What are ‘color-blind’ teachers?

Answer 13

Teachers who believe all pupils are equal but in practice allow racism to go unchallenged.

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Question 14

Who are ‘liberal chauvinist’ teachers?

Answer 14

Teachers who believe black pupils are culturally deprived and have low expectations of them.

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Question 15

What are ‘overt racists’?

Answer 15

Teachers who believe black students are inferior and actively discriminate against them.

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Question 16

What strategies did black girls use to avoid the effects of teacher racism?

Answer 16

Being selective about which staff to ask for help, working independently in lessons, and avoiding certain options to steer clear of racist teachers.

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Question 17

What was the downside of the girls’ strategies to avoid racism?

Answer 17

The strategies restricted their opportunities and were ultimately unsuccessful.

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Question 18

What does Tony Sewell focus on in his study of black boys’ underachievement?

Answer 18

The absence of fathers, influence of peer groups, and street culture, as well as responses to racist stereotyping by teachers.

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Question 19

What are the four responses to schooling identified by Sewell?

Answer 19

Rebels, conformists, retreatists, and innovators.

No additional information.

Question 20

Who are the ‘rebels’ in Sewell’s study?

Answer 20

A small, visible minority of black pupils who reject school goals and rules, conforming to an anti-authority, anti-school ‘black macho lad’ stereotype.

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Question 21

Who are the ‘conformists’ in Sewell’s study?

Answer 21

The largest group of black boys who are keen to succeed, accept the school’s goals, and have friends from different ethnic groups.

No additional information.

Question 22

Who are the ‘retreatists’ in Sewell’s study?

Answer 22

A tiny minority of isolated individuals disconnected from both school and black subcultures.

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Question 23

Who are the ‘innovators’ in Sewell’s study?

Answer 23

The second largest group, who are pro-education but anti-school, valuing success without seeking teachers’ approval.

No additional information.

Question 24

How do teachers’ stereotypes affect black boys according to Sewell?

Answer 24

Teachers often stereotype all black boys as ‘black macho lads,’ contributing to their underachievement.

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Question 25

What does labelling theory highlight as a cause of failure, different from cultural deprivation theory?

Answer 25

Teachers’ stereotypes and labeling can cause failure, not just the child’s home background.

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Question 26

What danger does labelling theory pose, according to critics?

Answer 26

It can mistakenly attribute stereotypes solely to individual teachers’ prejudices rather than systemic racism in education.

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Question 27

How do league tables contribute to the underachievement of black and working-class pupils, according to Gillborn and Youdell?

Answer 27

They create an ‘A-to-C economy,’ placing many black and working-class pupils in lower streams or for lower-tier exams.

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Question 28

What does Mirza’s study show about pupils’ strategies to avoid racism?

Answer 28

Although pupils devise strategies to avoid teachers’ racism, these strategies can also limit their opportunities.

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